Peer+Revising

Peer Revising Strategy (PRS)
 * Intro and purpose:** Many times when people share their writing, they gain a fresh perspective and find errors they may have otherwise overlooked. For this reason, a lot of good writers revise and proofread with peers when they write.


 * Rationale:** Good writers often ask a peer to help them edit their work. The PRS provides guidelines for peer revising and proofreading. If you are interested in learning a strategy which will help you improve the quality of your writing, then follow the PRS steps....

Materials: Briefly review the PRS Checklist and the Ask Your Partner sheet. 1) LISTEN and READ: The writer will read and the partner will listen and provide feedback. 2) TELL what the paper is about The writer describes what the paper is about, while the listener uncovers parts of the writing. 3)TELL what you listed best Listeners will discuss main ideas and important parts, then tell the writer what they liked best. 4) READ and make NOTES: The listener will turn into a reader. Read and make notes following these rules: Draw a question mark (?) on the page if something is unclear or difficult to understand. Draw a caret (^) if details can be added. -Make at least 3 suggestions on your partners paper. -Write-out suggestions.
 * Describe and model:**
 * PART 1: Revising **
 * The PRS checklist provides step-by-step directions for how to peer revise. **
 * Lets take a look: **

EXAMPLE (Model): I like watermelon, but. I do not like the seeds. // ^For extra detail, you might include why you like watermelon so much. // Watermalon is the best when it is cold but not outside.// ?-Please clarify?Watermelon is the best if eaten cold, while it is hot outside? // // Check for spelling. //

5) DISCUSS your suggestions with the writer: The peer revision pair will discuss suggestions. The writer will make notes about how to make the suggested changes (on note section of peer revising strategy checklist) -Review the “Ask Your Partner” sheet as well as review each sentence with a question mark (?) next to it. The worksheet will help guide discussion between partners. -Partners switch roles. (Writers you are listeners. Help your partner with revising if they helped you!)

Remember these peer review don'ts! (view video). Can you think of ways to improve these peer review sets (Does)?

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PART 2: PROOFREADING After each partner has had an opportunity to be the reader and listener, each will proofread their own writing. a) Refer to the proofreading section of the PRS checklist and address the following: This will help guide you during the proofreading process.
 * CHECK for errors
 * EXCHANGE papers and check for errors :
 * SENTENCES
 * CAPITALS
 * PUNCTUATION
 * SPELLING
 * DISCUSS corrections


 * Give the paper back to the listener and allow them to check for errors once more.

Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore: Brookes.


 * // PQ4R Reading Strategy //**
 * Intro. and purpose:** Ever had difficulty accurately understanding or remembering written material? No worries, many readers have difficulty with comprehension and retention of written text.


 * Rationale:** PQ4R is a study strategy that can be used by readers who struggle with reading comprehension and retention. If you want to get more out of what you read, follow the PQ4R steps :

P review: Look through your reading Q uestion: Think about the information you learned in the preview and ask yourself questions about the reading, such as: -What do you already know about ideas you saw during the preview? -What do you think are main points? -What do you expect to learn from reading this material?
 * Describe and model:**

4R (R 1-4) R ead: Read the passage and make a note about important ideas R eflect: -How the chapters are interrelated? -What new information did you learn? R ecite: -Think about the material. Discuss/recite main points (notes) with someone else. -Fill in graphic organizer to connect main points (consider this step while taking notes during initial stages; read, reflect) //Consider these// [|graphic organizer]templates. R eview: Consider the main points of the material. Were your questions answered? Do you feel that the writer’s points are fully understood?

Pay attention to the teacher as they model the PQRW steps through the use of written work provided by a past student, or teacher created work sample. Guided practice: Provide corrective feedback, and positive reinforcement. Review worksheets.

http://online.sfsu.edu/~foreman/itec800/finalprojects/danabayer/studyskills/pq4r.html

//** Using Reference Sources **//** (Dictionary) **
 * Intro. and purpose:** Sometimes it can be frustrating and confusing if you don’t know where to turn to get help with unknown words/entry words. When you want to know about a word quickly and independently you can use a dictionary.


 * Rationale:** Using a dictionary is an important study strategy to learn because this skill will help you grow your vocabulary and better understand the information in your textbooks. Lets take a look!...

1) A dictionary provides information about the meanings, pronunciation, and spelling of words. Take a look at this key for other information you will find about entry words a. meaning or meanings  b. syllabication  c. phonetic respelling  d. usage  e. parts of speech  f. variants  g. etymology  h. synonym and.or antonym  i. illustration  j. pronunciation keys
 * Describe and model:**

Identify items from the key as you take a look at the reference source -The words in bold are called entry words. Entry words are the words about which information is presented. -At the top of each page are two guide words. Those guides help you locate target words quickly.
 * Take a look at the print format of the reference source in class.

*Take a look at these online resources too! - [] - [] - [] - []

2) View the following video. It will help introduce you to working with a print format dictionary

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3) Lets try using the resource together! // Lets look up the word DISPUTE: // (Look at the key (above) to help you identify the information) (b) // Dispute ( // (c) // di-spyoot) // (e) // v. // (a) // 1. To argue against; disagree with. // (d) // They disputed your claim that you were the smartest kid in your class. // // 2. // (a) // To argue or fight over. // (h) // syn. squabble; ant. agree // (e) // n. (a)An argument or quarrel. // // syn. disagreement // (g) // From Old French disputer. // (f) // disputed, disputing, disputes //

4) Try it on your own: 1)Debate, 2) homonym

http://www.studyzone.org/testprep/ela4/h/refl.cfm Strichart, S. S., & Mangrum C. T. (2010). Study skills for learning disabled and struggling students (4th ed.). Upper Saddle River, NJ: Pearson.